School Counseling Internship/Practicum Experience
Location
Exhibition Hall, DeVos Center
Description
INTRODUCTION: Two 3-credit hour internships (300 clock hours each) are required in the school counseling master’s degree program. During internships students are assigned specific tasks or projects related to professional goals of each student. Students are supervised by field supervisors who must be licensed or endorsed school counselors and provide one hour of weekly supervision on-site. CHALLENGE: The central challenge of this experience has been to develop and improve my cultural awareness and sensitivity while working with a diverse urban student population. EXPERIENCE: I am completing my internship at Creston High School in Grand Rapids Public Schools. The lead counselor, Maya Frazier, serves as my on-site supervisor and lead school counselor. OUTCOME: Each student submits a final portfolio documenting activities completed over the course of the internship and the GVSU School Counseling program. My portfolio includes artifacts which demonstrate that I understand the philosophy, principles, and practice of school counseling, including the administration and coordination of professional relationships within school systems as well as professional knowledge related to ethical and legal issues and working with diverse student populations in school counseling. The portfolio also contains work samples that provide evidence of my development of professional skills in the field of school of counseling. IMPACT: These internship experiences are designed to meet Michigan Department of Education requirements for school counseling licensure or endorsement. Internships also provide graduate students in the school counseling program with field-based learning opportunities designed to provide work experience in an area of school counseling.
School Counseling Internship/Practicum Experience
Exhibition Hall, DeVos Center
INTRODUCTION: Two 3-credit hour internships (300 clock hours each) are required in the school counseling master’s degree program. During internships students are assigned specific tasks or projects related to professional goals of each student. Students are supervised by field supervisors who must be licensed or endorsed school counselors and provide one hour of weekly supervision on-site. CHALLENGE: The central challenge of this experience has been to develop and improve my cultural awareness and sensitivity while working with a diverse urban student population. EXPERIENCE: I am completing my internship at Creston High School in Grand Rapids Public Schools. The lead counselor, Maya Frazier, serves as my on-site supervisor and lead school counselor. OUTCOME: Each student submits a final portfolio documenting activities completed over the course of the internship and the GVSU School Counseling program. My portfolio includes artifacts which demonstrate that I understand the philosophy, principles, and practice of school counseling, including the administration and coordination of professional relationships within school systems as well as professional knowledge related to ethical and legal issues and working with diverse student populations in school counseling. The portfolio also contains work samples that provide evidence of my development of professional skills in the field of school of counseling. IMPACT: These internship experiences are designed to meet Michigan Department of Education requirements for school counseling licensure or endorsement. Internships also provide graduate students in the school counseling program with field-based learning opportunities designed to provide work experience in an area of school counseling.